...of Teaching, Learning and Assessment
- Teaching overall is inclusive, well planned, and creative, heightens enjoyment and has high aspirations of good pupil progress.
- Teaching is good or better. Pace of learning and strong relationships ensure that pupils are motivated and engaged in learning, with the majority of teaching securing both rapid and at least good progress. As at Summer 2015 - 42% of teaching was judged consistently good or better and 12% being outstanding. As of October 2016 - 70% of teaching was judged to be consistently good or better with 50% of this outstanding.
- The judgment of The Quality of Teaching' is triangulated with evidence from regular joint and single lesson observations, book and planning scrutiny, drops ins, student voice and progress data, all of which are rapidly securing increasing standards and expectations of planning, learning and teaching.
- Staff know all pupils well and as individuals. They are able to make good provision for their needs; consequently, pupils approach their work with high levels of confidence and self-esteem.
Staff Audit relating to The Quality of Teaching - The Positives...
- Teaching is well planned, based on thorough and accurate assessment, with very good subject knowledge and awareness of different learning styles. The increasingly effective use of questioning is prevalent and currently a key focus in school.
Staff Audit relating to Planning for Progress - The Positives...
- Assessment is frequent and accurate.
- As a result of effective summative and formative assessment procedures, teachers and other adults plan well to meet the needs of all pupils.
- Pupils are provided with quality marking and feedback, consistently shared through effective plenaries, ‘next step’ marking and verbal feedback. Pupils and teachers take pride in the dialogue that this fosters.
- Whole school moderation takes place in partnership within the Local and LA Moderation Meetings ensuring secure and accurate assessment. The school has had positive moderation checks via the LA for EYFS, KS1 and KS2.
- Transition meetings, data exchange, skills and curriculum audits, staff meetings and internal and external CPD are ongoing to ensure effective continuity and progression across the school.
Staff Audit relating to The Use of Assessment to Support Learning - The Positives...
- Professional development of staff is linked to the priorities of the school development plan and performance management targets. The school is fully committed to the professional development of its staff in order to achieve its aims.
- CPD is effective in that staff maintain and enhance their excellent levels of subject knowledge, this is shown by the good quality of teaching. They share good practice freely and coach each other to inspire pupils and build understanding. The school has good levels of expertise in key areas and there is a team approach to ensuring that good teaching standards are maintained and increased.
- Teachers have a good subject knowledge and experience which is continually being refined through focussed CPD and weekly professional development; this enthuses and challenges most pupils and contributes to their good progress by the end of KS2.
Staff Audit relating to Pedagogy - The Positives...
- In order to accelerate progress, teachers carefully select a range of effective styles to enhance learning such as: VAK, talking strategies, peer learning partners, effective questioning and impact plenaries. They constantly reward, recap and reassure pupils ensuring lessons are interesting with well-planned activities that capture pupil interest and provide opportunities for collaborative learning.
- Support staff are involved in delivering high quality interventions in order to provide support for pupils’ learning. They have regular CPD which increases their confidence and success.
- Homework is set regularly, at appropriate levels and across all subjects, resulting in learners demonstrating increasing personal responsibility and organisation. Homework is used as a preparatory tool as well as for reinforcement.
Staff Audit relating to Teaching Strategies - The Positives...
- It is important for the children to enjoy learning, challenge and success, within an environment where they feel safe, confident and happy; as a result our school is a calm and safe place to be.
- The teaching environment is enhanced due to the strong learning culture and our values led commitment.
- The school uses encouragement, praise and rewards for all pupils in order to create success; it nurtures the gifts and talents in every child and reinforces its pupils' individual identities through the use of positive language and supportive culture.
- There are clear boundaries and high expectations both academically and behaviourally.
- Our pupils have a keen interest in ethical issues, act in a principled manner and understand the importance of reassessing values in the light of experience.
Staff Audit relating to The Teaching Environment - The Positives...
- Good and imaginative use is made of resources which effectively enhance learning and often incorporate new technology.
- Highly effective use of both the internal and external Learning Environments have enhanced a calm approach to learning.
- Teaching Assistants are used effectively, supporting, motivating and teaching pupils, and making a significant contribution to the quality of learning. Interventions are carefully timed, utilise staff strengths and work not only on developing knowledge and skills but also in developing a child’s ownership and responsibility for their own learning.
Staff Audit relating to The Use of Resources - The Positives...
- Pupils experience success through engaging with the wider curriculum, success raises pupils’ self-esteem, self-motivation and self-confidence, impacting positively on performance in the core subjects.
- Teaching is enriched by many visits and/or visitors, the use of our community and local environment to develop high levels of independence both socially and academically in pupils. These visits/ visitors include: Peripatetic teachers, themed days, visits from the local clergy (various denominations).
- Pupil independence is effectively developed by empowering pupils’ personal responsibility and organisation skills through a consistent, structured approach to homework. Y6 pupils are active throughout school, applying for roles, undergoing interviews and then carrying out various roles effectively. The school has a strong student council and participates in the wider ‘Pupil’s Parliament’ across the Nine Primaries Partnership.
- The teaching of pupils’ rights and responsibilities involves local services (West Yorkshire Police and Fire services, Road Safety Team, Cycling Proficiency, School Nurse, Dentist, Anti-Drugs, Religious Visitors, Theatre groups, etc.).
Staff audit relating to The Quality of Teaching in the Wider Curriculum - The Positives...
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